References of "Priem, Karin 50002888"
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See detailEntangled Media Ecologies: The Nexus of Education and Mass Communication from the Perspective of UNESCO (1945-1989)
Priem, Karin UL

in Flury, Carmen; Geiss, Michael (Eds.) How Computers Entered the Classroom (1960-2000): Historical Perspectives (in press)

Numerous studies and handbooks in the history of education are devoted to the history of educational media and the evolution of educational technologies. This chapter puts an explicit focus on the ... [more ▼]

Numerous studies and handbooks in the history of education are devoted to the history of educational media and the evolution of educational technologies. This chapter puts an explicit focus on the implications and conceptual background of the United Nations Educational, Scientific and Cultural Organization´s (UNESCO) technology-driven idea of education, which already took shape before the 1957 Sputnik shock. Eager to establish strong bonds between mass communication and education, UNESCO by the late 1940s had already begun to set up a powerful internal apparatus for media policy which soon closely collaborated with its Education Division. From the late 1970s, UNESCO set out to establish a New World Information and Communication Order to further stabilize its global role in education and media policies. This chapter posits that textbooks, radio, TV, film, and computers were serving as interconnected elements of UNESCO’s educational mission. By looking at these specific technological ecologies of education, I connect research into the history of education with research into UNESCO´s media policies. This conceptual history approach demonstrates that education is not only based on ethical norms, teaching, and learning but is also connected to technological properties that offer access to knowledge and its acquisition. In addition, and when studying UNESCO, it becomes evident that the organization´s education-technology-nexus is also very much connected with the media and publishing industries. [less ▲]

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See detailFuture Pasts: Web Archives and Public History as Challenges for Historians of Education in Times of COVID-19
Priem, Karin UL; Grosvenor, Ian

in Herman, Frederik; Braster, Sjaak; del Mar del Pozo Andrés, Maria (Eds.) Exhibiting the Past: Public Histories of Edcuatuon (in press)

The COVID-19 pandemic has not only sparked a renewed interest in history; it has also focused our attention on how the present can be historically preserved. Therefore, it is safe to predict that the ... [more ▼]

The COVID-19 pandemic has not only sparked a renewed interest in history; it has also focused our attention on how the present can be historically preserved. Therefore, it is safe to predict that the COVID-19 crisis and its documentation will be analyzed by future historians, and it will bring about methodological and technological changes that affect our ways of working as historians of education. This chapter will examine the following: First, it looks at some basic characteristics of web archives and how they challenge our work as historians. Second, it offers reflections on different modes of archival access and on how this may affect current concepts of the past. Third, the chapter discusses how web archives relate to public history and, next, introduces the Education & Pandemics Archive launched by the International Standing Conference for the History of Education (ISCHE). The chapter will also provide preliminary insights into how web archives may affect our work as historians of education. Web archives offer different structures, opportunities for different interactions and technological environments. They can be characterized by collaborative processes by networked data within a flattened structure, and by interconnected hardware and software environments. Web archives are user-friendly, flexible and invite us to get involved and to develop new historical dimensions. [less ▲]

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See detailZur Transformation ökologischer Beziehungen: Manifest für Bildungsgeschichte nach COVID-19
Priem, Karin UL

in Pädagogische Rundschau (in press)

Dieser Beitrag richtet sich auf die Fotografie als aktive Intervention innerhalb einer geschädigten oder gefährdeten Umwelt und bedient sich dieses Mediums, um neue Perspektiven der Bildungsgeschichte – ... [more ▼]

Dieser Beitrag richtet sich auf die Fotografie als aktive Intervention innerhalb einer geschädigten oder gefährdeten Umwelt und bedient sich dieses Mediums, um neue Perspektiven der Bildungsgeschichte – in Bezug auf die bereits geschriebene und die zukünftige – zu entwickeln. Diese Perspektiven werden besonders deutlich, wenn sie vor dem Hintergrund gegenwärtiger Debatten zu Fragen der planetarischen Verantwortung und einer geteilten Welt entwickelt werden, die auch unsere Vorstellungen von Erziehung und Bildung prägen. Der Beitrag schlägt vor, dass sich die Forschung von einer anthropozentrischen Weltsicht, sowohl in positiver als auch in negativ verstandener Weise, innerhalb der historischen Bildungsforschung verabschiedet. Dies impliziert kritische Distanz zu jenen Konzepten, die die Souveränität und Freiheit des Menschen in den Mittelpunkt rücken, ferner Distanz zu Ideen der Modernisierung und zu ökonomischem Wachstum als Norm, Distanz gegenüber Fortschrittsdenken, starken Nationalstaaten und dem Glauben an eine effiziente Steuerung von Bildungssystemen, deren ökologische Konsequenzen insgesamt negiert wurden und werden. Entsprechend wird argumentiert, dass anthropozentrische Ansätze der Bildungsgeschichte die Offenheit und Vulnerabilität des menschlichen Körpers sowie dessen ethische, kulturelle und soziale Nähe zu anderen Lebewesen sowie zur materiellen Welt vernachlässigt haben. [less ▲]

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See detailHistories of the past and histories of the future: Pandemics and historians of education
Grosvenor, Ian; Priem, Karin UL

in Paedagogica Historica (2022)

The COVID-19 outbreak at the beginning of the 2020s not only marked a dramatic moment in world health, but also the start of manifold and entangled global crises that seem to define a watershed moment ... [more ▼]

The COVID-19 outbreak at the beginning of the 2020s not only marked a dramatic moment in world health, but also the start of manifold and entangled global crises that seem to define a watershed moment with severe effects on education. Pandemics we know are recurrent events. Faced with COVID-19 some historians have looked to previous pandemics to understand the nature of the disease and its trajectory, and how previous generations have dealt with similar health crises. This special issue intends not to reinforce narratives of the past but rather to question them. The histories that have been written for this special issue Histories of the Past and Histories of the Future: Pandemics and Historians of Education offer insights that refer to past and future research agendas. They look at the mediation and circulation of knowledge during past pandemics, trace unheard voices and emotions of pandemics, analyse national policies and emerging discourses, and underline the entangled histories of education and pandemics. Collectively the articles brought together in this issue forcibly suggest that the most fruitful and rewarding way forward to studying past pandemics lies in thinking ecologically. By asses- sing the myriad consequences of living in ” pandemic times,” of confronting exposure, transmission, transmutation, disruption, and loss, and looking to community and collective futures we believe we cannot study pandemics and their impact on education and children's lives without widening the aperture of our research. Adopting an ecological approach will help us to not only actively engage with histories of the present and contemporary collecting, but also offer the possibility of new understandings and new insights into the dynamics and consequences of past pandemics. [less ▲]

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See detailEmerging ecologies and changing relations: a brief manifesto for histories of education after COVID-19
Priem, Karin UL

in Paedagogica Historica (2022)

he paper draws upon photography as an active intervention into compromised environments and uses it to discover and develop new perspectives on past and future histories of education after COVID-19. These ... [more ▼]

he paper draws upon photography as an active intervention into compromised environments and uses it to discover and develop new perspectives on past and future histories of education after COVID-19. These perspectives become particularly clear when seen against the backdrop of recent discussions on planetary responsibility and shared ecologies. The paper suggests that we shift our research agendas away from anthropocentric world views that have placed great emphasis on human sovereignty, modernisation, progress and/or decline, nation states and global governance, and the stratifying effects of education systems, without reflecting their ecological consequences. It argues that anthropocentric approaches to history of education have neglected the openness and vulnerability of the human body and its ethical, cultural and social proximity to other living creatures and the material world. The paper therefore focuses on what it means for historians of education to respond to the COVID-19 crisis, what it means to change research perspectives, and what it means to look at photographs that were produced in a state of exception. The paper sets out to propose a manifesto for a post-anthropocentric research agenda that anchors history of education and the history of pandemics in intertwined ecologies of the living and material worlds. The paper suggests that future histories of education cannot be written without considering the COVID-19 crisis as both a challenge and an encouragement to further develop our understanding of education. [less ▲]

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See detailChallenges and Methodologies in the Visual History of Education
Allender, Tim; Dussel, Inés; Grosvenor, Ian et al

in Allender, Tim; Dussel, Inés; Grosvenor, Ian (Eds.) et al Appearances Matter: The Visual in Educational History (2021)

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See detailKulturgeschichte, Mentalitätsgeschichte, Psychohistorie, Historische Anthropologie
Priem, Karin UL

in Kluchert, Gerhard; Horn, Klaus-Peter; Groppe, Carola (Eds.) et al Historische Bildungsforschung. Konzepte, Methoden, Forschungsfelder (2021)

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See detailVisual Presence and Interpretation: Two Dimensions of the Fight Against Illiteracy in Texts by Carlo Levi and Photographs by David Seymour (1950)
Priem, Karin UL

in Comas Rubí, Francisca; Priem, Karin; González Gómez, Sara (Eds.) Media Matter: Images as Presenters, Mediators, and Means of Observation (2021)

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See detailMedia Technologies for a Better World: UNESCO’s Ethical Framework for Communication Infrastructures and Uses of Media after the Second World War
Priem, Karin UL; Sengsavang, Eng

in Atanasiu, Vlad; Chachereau, Nicolas; Enrico, Natale (Eds.) et al Framing Communication Infrastructures (1950-2020): Discours et imaginaires – Diskurse und Vorstellungen (2021)

The paper looks at a global, non-commercial organization that not only steered worldwide innovation in communication infrastructure but also made efforts to define ethical standards for media use and mass ... [more ▼]

The paper looks at a global, non-commercial organization that not only steered worldwide innovation in communication infrastructure but also made efforts to define ethical standards for media use and mass communication. Established after the Second World War, the United Nations Educational, Scientific and Cultural Organization (UNESCO) ran campaigns in the late 1940s to remove information barriers and foster the free flow of information throughout the world. Against a backdrop of emerging conflicts between East and West, North and South, UNESCO promoted the free and global spread of ideas “by word and image,” by developing its press, broadcasting and film services, advocating for the improvement of technological infrastructures (e.g. the worldwide allocation of high frequencies), helping to remove economic obstacles to global trade in news and other media (e.g. by advocating for tariff reductions on educational, scientific and cultural materials), and renegotiating telephone regulations. While critics accused UNESCO of using its media policies to promote Western values and ideas during the Cold War, UNESCO saw its role in the context of the fight for human rights, especially the right to freedom of information and the right to education. UNESCO thus mobilized mass communication policies in the service of what the organization defined as an egalitarian vision that was intended to become a major wellspring of innovation. [less ▲]

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See detailMedia Matter: Images as Presenters, Mediators, and Means of Observation
Comas Rubí, Francisca; Priem, Karin UL; González Gómez, Sara

Book published by De Gruyter (2021)

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See detailMedia Matter: Introduction
Comas Rubí, Francisca; Priem, Karin UL; González Gómez, Sara

in Comas Rubí, Francisca; Priem, Karin; González Gómez, Sara (Eds.) Media Matter: Images as Presenters, Mediators, and Means of Observation (2021)

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See detailAppearances Matter: The Visual in Educational History
Allender, Tim; Dussel, Inés; Grosvenor, Ian et al

Book published by De Gruyter - Appearances: Studies in Visual Research (2021)

The visual turn recovers new pasts. With a focus on education, this book seeks to present a body of reflections that question a certain historicism. It renovates historiographical debate about how to ... [more ▼]

The visual turn recovers new pasts. With a focus on education, this book seeks to present a body of reflections that question a certain historicism. It renovates historiographical debate about how to conceptualize visual media while presenting new themes and methods for researchers. Images are interrogated as part of régimes of the visible, of a history of visual technologies and visual practices. Considering the socio-material quality of the image, the analysis moves away from the use of images as mere illustrations of written arguments, and seriously questions the life and death of artifacts – that is, their particular historicity. Questioning the visual and material evidence in this ways means considering how, when, and in which régime of the visible it has come to be considered as a source, and what this means for the questions contemporary researchers may ask. [less ▲]

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See detailLauenstein im Bild. Über das Edieren von Geschichte und Erinnerung in historischen Alben
Priem, Karin UL

in Werner, Meike (Ed.) Ein Gipfel für Morgen. Kontroversen 1917/18 um die Neuordnung Deutschlands auf Burg Lauenstein (2021)

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See detailHumanitarian Photography Beyond the Picture: David “CHIM” Seymour’s Children of Europe
Priem, Karin UL; Herman, Frederik

in Allender, Tim; Dussel, Inés; Grosvenor, Ian (Eds.) et al Appearances Matter: The Visual in Educational History (2021)

This book chapter concentrates on photography as a technology that goes beyond the image. The chapter looks at documentary photography as an institutional and material practice of humanitarian ... [more ▼]

This book chapter concentrates on photography as a technology that goes beyond the image. The chapter looks at documentary photography as an institutional and material practice of humanitarian ‘propaganda’ and discusses how notions of childhood intensified the urgency of humanitarian campaigns. It analyzes how UNESCO carefully selected and edited David Seymour’s photographs of children of war-devasted Europe, and how the organization adapted and exploited his photographs for its own ends. Besides tracing these practices of meaning making, the chapter also looks at the itinerary of one of Seymour’s most fascinating photographs and the different stories that have evolved around it to the present day. In a nutshell, the essay suggests that photographs, by both providing information and stimulating imagination, become actors of meaning making and storytelling. Photographs did not only help UNESCO manage public consent and add urgency to humanitarian causes; they also triggered public debate on social media, cooperated in historical research, and inspired literary work. [less ▲]

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See detailMaking History Together: Public Participation in Museums
Cauvin, Thomas UL; Konstantinou, Katerina; Boccalatte, Paola et al

Scientific Conference (2020, December 15)

The international online symposium brought together scholars, museum professionals and heritage practitioners to discuss how participatory history is constructed, developed, and implemented in museums ... [more ▼]

The international online symposium brought together scholars, museum professionals and heritage practitioners to discuss how participatory history is constructed, developed, and implemented in museums. 'Making History Together: Public Participation in Museums' took place on 15 December 2020 and has brought together participants and case studies from all over the world. Sessions include discussions on co-creation and co-production, community of interpretation, digital public participatory practices, empowerment, and overall impact on making history in museums. [less ▲]

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See detailImages of Industrial Life and Vocational Training: Scouting as a Liminal Space for Educating a Workers’ Elite in 1920s Luxembourg
Herman, Frederik; Priem, Karin UL

in History of Education (2019)

This paper looks at a specific set of corporate images, namely photographs of apprentices of the Luxembourg steel conglomerate ARBED, and analyzes how young workers are depicted in these images. The paper ... [more ▼]

This paper looks at a specific set of corporate images, namely photographs of apprentices of the Luxembourg steel conglomerate ARBED, and analyzes how young workers are depicted in these images. The paper draws on a collection of 2,251 glass plate negatives (re)presenting ARBED’s industrial cosmos, including its vocational school the Institut Emile Metz. The roughly 160 images of apprentices contained in the collection put on display the apprentices’ bodies and a variety of activities in different contexts. The images’ contents testify to the institute’s programmatic hybridity and the constant (re-)mix of formal and semi-formal learning activities intended to educate natural, urban, mobile and communal men and future workers. Our focus is on Boy Scouts activities in a variety of different environments, which have functioned as a liminal space for educating a workers’ elite, mitigating the risks of industrialization and fostering social harmony and cultural belonging. [less ▲]

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See detailL'album de David Seymour sur la lutte contre l'analphabétisme en Calabre en tant qu'outil de médiatisation : traces matérielles de la rédaction et de la narration
Priem, Karin UL

in Hendel, Giovanna; Naggar, Carole; Priem, Karin (Eds.) They Did not Stop at Eboli: The UNESCO Campaign Against Illiteracy in Reportages by David Seymour and Carlo Levi (1950) (2019)

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See detailDavid Seymour’s Album on the Fight Against Illiteracy in Calabria as a Tool of Mediatization: Material Traces of Editing and Visual Storytelling
Priem, Karin UL

in Hendel, Giovanna; Naggar, Carole; Priem, Karin (Eds.) They Did not Stop at Eboli: The UNESCO Campaign Against Illiteracy in Reportages by David Seymour and Carlo Levi (1950) (2019)

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See detailThey Did not Stop at Eboli: The UNESCO Campaign Against Illiteracy in Reportages by David Seymour and Carlo Levi (1950)
Hendel, Giovanna; Naggar, Carole; Priem, Karin UL

Book published by De Gruyter - Appearances: Studies in Visual Research (2019)

The analysis of UNESCO’s audio-visual archives for their digitization has brought to light a forgotten album of 38 contact sheets and accompanying texts by Magnum photographer, David “Chim” Seymour – a ... [more ▼]

The analysis of UNESCO’s audio-visual archives for their digitization has brought to light a forgotten album of 38 contact sheets and accompanying texts by Magnum photographer, David “Chim” Seymour – a reportage made in 1950 for UNESCO on the fight against illiteracy in Italy’s southern region of Calabria. A number of his photographs appeared in the March 1952 issue of UNESCO Courier in an article written by Carlo Levi, who had gained worldwide fame with his novel Christ Stopped at Eboli (1945). [less ▲]

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